scholarly journals Asesmen Kompetensi Minimum Ditinjau Secara Filsafat Pendidikan

2021 ◽  
Vol 8 (2) ◽  
pp. 102-107
Author(s):  
Ahmad Isnaini
Keyword(s):  
Educational Philosophy ◽  
International Student ◽  
Student Assessment ◽  
Point Of View ◽  
Competency Assessment ◽  
Literature Study ◽  
International Student Assessment ◽  
Learning Evaluation ◽  
The Government ◽  
Mathematics And Science

Minimum Competency Assessment (AKM) is one of the improvements on the learning evaluation provided by the government so far. The AKM is implemented to measure the literacy and numeracy abilities of Indonesia students, due to the low achievement of the Program for International Student Assessment (PISA) and Trends in International Mathematics and Science Study (TIMSS). This article is a literature study discussing AKM from the Educational Philosophy point of view, concerning the Ontology, Epistemology, and Axiology of the AKM. The study concludes that AKM is feasible to implement for improving the literacy and numeracy of students in Indonesia.

scholarly journals Knowledge of Physics Subject Teachers Toward Pedagogical Aspects in Public High Schools in Lhokseumawe City

2021 ◽  
Vol 3 (2) ◽  
pp. 107
Author(s):  
Syarifah Rita Zahara ◽  
Muliani Muliani ◽  
Wilda Rahmina ◽  
Siska Mauritha
Keyword(s):  
International Student ◽  
Student Assessment ◽  
National Level ◽  
Good Knowledge ◽  
Physics Teachers ◽  
International Student Assessment ◽  
Learning Evaluation ◽  
The Government ◽  
Teacher's Knowledge

In the education quality survey issued by the PISA (Program for International Student Assessment), Indonesia is ranked 72nd out of 77 countries. The Teacher Competency Test (UKG) results in Indonesia are still low and still far from being targeted by the government, especially in Aceh province Aceh at the national level is still heartbreaking by being the second lowest in Indonesia. Seeing the problems faced by education in Indonesia, to improve the quality of education, the quality of teachers must be improved first, one of which is by increasing the pedagogical competence of teachers. This study aims to know the pedagogical knowledge of physics teachers in SMA Negeri Lhokseumawe which includes aspects of learning planning, aspects of learning methods and aspects of learning evaluation. The research was conducted in the form of a survey with the population of this study was to take the entire physics subject teachers at SMA Negeri Lhokseumawe, totaling 7 (seven) schools with 28 physics teachers. The samples in this study were 3 schools that were taken by simple random sampling, namely 8 physics teachers at SMA Negeri 2 Lhokseumawe, 3 physics teachers at SMA Negeri 5 Lhokseumawe, and SMA Negeri 7 Lhokseumawe with 2 physics teachers. The results showed that the physics teacher's knowledge on the learning planning aspect was in the category of having good knowledge, meanwhile the physics teacher's knowledge on the learning method aspect already had a fairly good knowledge, while the physics teacher's knowledge on the learning evaluation aspect also had fairly good knowledge. So it can be concluded that physics teachers in the pedagogical aspect are in a fairly good category, meaning that most physics teachers already have a pretty good knowledge of pedagogical aspects

scholarly journals Early tracking and different types of inequalities in achievement: difference-in-differences evidence from 20 years of large-scale assessments

2021 ◽  
Vol 33 (1) ◽  
pp. 139-167
Author(s):  
Andrés Strello ◽  
Rolf Strietholt ◽  
Isa Steinmann ◽  
Charlotte Siepmann
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Difference In Differences ◽  
Seminal Paper ◽  
International Student Assessment ◽  
Units Of Analysis ◽  
Social Achievement ◽  
Mathematics And Science ◽  
Combined Data

AbstractResearch to date on the effects of between-school tracking on inequalities in achievement and on performance has been inconclusive. A possible explanation is that different studies used different data, focused on different domains, and employed different measures of inequality. To address this issue, we used all accumulated data collected in the three largest international assessments—PISA (Programme for International Student Assessment), PIRLS (Progress in International Reading Literacy Study), and TIMSS (Trends in International Mathematics and Science Study)—in the past 20 years in 75 countries and regions. Following the seminal paper by Hanushek and Wößmann (2006), we combined data from a total of 21 cycles of primary and secondary school assessments to estimate difference-in-differences models for different outcome measures. We synthesized the effects using a meta-analytical approach and found strong evidence that tracking increased social achievement gaps, that it had smaller but still significant effects on dispersion inequalities, and that it had rather weak effects on educational inadequacies. In contrast, we did not find evidence that tracking increased performance levels. Besides these substantive findings, our study illustrated that the effect estimates varied considerably across the datasets used because the low number of countries as the units of analysis was a natural limitation. This finding casts doubt on the reproducibility of findings based on single international datasets and suggests that researchers should use different data sources to replicate analyses.

The political decision on Portugal’s entry into PISA: A research note

2020 ◽  
pp. 147821032097153
Author(s):  
Teresa Teixeira Lopo
Keyword(s):  
Education Policy ◽  
International Student ◽  
Student Assessment ◽  
The Political ◽  
Political Decision ◽  
Political Actors ◽  
National Education ◽  
International Student Assessment ◽  
First Results ◽  
The Government

In this article we carry out a preliminary reconstitution of the genealogy of the political decision to integrate Portugal in PISA (Programme for International Student Assessment), promoted by the Organisation for Economic Co-operation and Development, made in 1999 and implemented in 2000. For this we used a comprehensive analysis of newspaper articles, legal texts and documents on education policy as well as of interviews with relevant political actors. The first results of this analysis suggest that the decision, which was not unanimous among the government members with responsibilities in the education field, was taken by normative emulation, and aimed to consolidate a particular direction of the national education policy.

Athens braces for battle on school reform

2021 ◽  
Keyword(s):  
School Reform ◽  
International Student ◽  
Student Assessment ◽  
Private Investment ◽  
Political Crisis ◽  
State Budget ◽  
Content Type ◽  
International Student Assessment ◽  
Major Reform ◽  
The Government

Significance Prime Minister Kyriakos Mitsotakis and Education Minister Niki Kerameus announced the reform on June 28. It includes hiring 11,700 elementary and high-school teachers on tenured job contracts. Since the performance of Greece’s school system ranks among the lowest on Programme for International Student Assessment (PISA) indicators, a major reform has been long overdue. Impacts Given the high number of teachers to be hired, the government may have underestimated the financial cost of school reform. The state budget will simultaneously require funds for the management of the ongoing COVID-19 pandemic. The reform may open a new battle front for the government this autumn, uniting anti-government unions and opposition parties. A general election is not in sight, but a political crisis could upset the stability being sought to attract much-needed private investment.

Assessing local socioeconomic desegregation: The effects of successive decrees regulating school choice in the Belgian French-speaking community

2018 ◽  
Vol 18 (2) ◽  
pp. 248-268
Author(s):  
Julien Danhier ◽  
Nathanaël Friant
Keyword(s):  
School Choice ◽  
Educational System ◽  
International Student ◽  
Student Assessment ◽  
School Segregation ◽  
School Enrolment ◽  
International Student Assessment ◽  
French Speaking ◽  
Statistical Approaches ◽  
The Government

Assuming that free school choice is one of the parameters contributing to segregation in the Belgian educational system, the government implemented decrees to alter school enrolment policies in order to regulate school choice. In this study, two statistical approaches (a ‘Lorenz’ index and a multilevel one) have been used to measure the evolution of segregation from 2006 to 2015 exploiting two databases (administrative student count and the Programme for International Student Assessment). The results do not provide any support to the claim that there has been a reduction in school segregation, and they stress that the decrees are inefficient concerning this objective.

scholarly journals Use of Large Scale Assessment Finding in South Asia: An Experience of Nepal

2018 ◽  
Vol 21 ◽  
pp. 80-90
Author(s):  
Chandra Mani Paudel ◽  
Ram Chandra Panday
Keyword(s):  
Large Scale ◽  
International Student ◽  
Student Assessment ◽  
Asia Pacific ◽  
National Assessment ◽  
Large Scale Assessment ◽  
International Student Assessment ◽  
Asian Context ◽  
Mathematics And Science

This paper tries to present results from a systematic review of literature that reviewed the large-scale assessments finding in the South Asian context especially focusing Nepal. The main objective of the LEAP programme is to reform the quality of learning in the Asia-Pacific region by developing capacity of the Member States to collect, analyze and utilize international and national assessment data identifying learning enablers. The review has identified the high order skills overshadowed by rote learning. It has also employed Item Response Theory (IRT) making assessments comparable and connected with the previous levels. International Assessments such as the Programme for International Student Assessment (PISA) and the Trends in Mathematics and Science Study (TIMSS) collected vast amounts of data on schools, students and households. The use of education-related “big data” for evidence-based policy making is limited, partly due to insufficient institutional capacity of countries to analyze such data and link results with policies.

scholarly journals Kesan Pembelajaran Berasaskan Permainan Digital Minecraft Terhadap Pencapaian Murid Tahun Lima dalam Pecahan

2020 ◽  
Vol 5 (9) ◽  
pp. 98-113
Author(s):  
Rayner Bin Tangkui ◽  
Tan Choon Keong
Keyword(s):  
International Student ◽  
Science Studies ◽  
Student Assessment ◽  
International Student Assessment ◽  
Mathematics And Science

Keupayaan untuk memahami dan menguasai konsep pecahan akan menyediakan asas yang kukuh untuk memahami konsep matematik yang lebih kompleks serta membantu dalam melakukan penyelesaian masalah yang melibatkan pecahan dalam kehidupan seharian. Namun demikian, dapatan pentaksiran antarabangsa Trends in Mathematics and Science Studies (TIMSS) dan Programme for International Student Assessment (PISA) menunjukkan bahawa pencapaian pecahan di kalangan murid di Malaysia adalah di tahap kurang memuaskan iaitu berada di bawah skor purata antarabangsa. Dengan mengambil kira perkembangan inovasi dan kecanggihan permainan digital masa kini, tujuan kajian ini adalah untuk mengkaji kesan pembelajaran berasaskan permainan digital menggunakan Minecraft terhadap peningkatan pencapaian murid dalam pecahan. Kuasi-eksperimen dengan reka bentuk ujian pra dan ujian pasca kumpulan rawatan dan kumpulan kawalan yang melibatkan 65 orang murid tahun lima dalam dua buah kelas sedia ada telah dijalankan. Melalui pensampelan kluster, sebuah kelas terpilih sebagai kumpulan rawatan manakala kelas yang satu lagi terpilih sebagai kumpulan kawalan. Kumpulan rawatan terdiri daripada 31orang murid yang didedahkan dengan kaedah pembelajaran berasaskan permainan digital menggunakan Minecraft manakala kumpulan kawalan terdiri daripada 34 orang murid yang didedahkan dengan kaedah konvensional. Data dianalisis menggunakan ujian-t dua kumpulan sampel tak bersandar bagi membandingkan min skor pencapaian ujian pasca bagi pecahan antara kumpulan rawatan dengan kumpulan kawalan. Terdapat perbezaan signifikan dalam min skor pencapaian antara kumpulan rawatan (m = 51.096, sp = 17.242) dengan kumpulan kawalan (m = 35.235, sp = 18.171). Hasil kajian ini akan lebih menggalakkan pelaksanaan pembelajaran berasaskan permainan digital menggunakan Minecraft dalam pengajaran matematik bagi meningkatkan pencapaian murid dalam pecahan.

scholarly journals Literasi Matematika Dalam Kurikulum 2013

2017 ◽  
Author(s):  
Syahlan
Keyword(s):  
International Student ◽  
Student Assessment ◽  
Education For All ◽  
Science Study ◽  
Learning Society ◽  
International Student Assessment ◽  
Mathematics And Science

Keikutsertaan Indonesia di dalam studi International seperti Trends in International Mathematics and Science Study (TIMSS) dan Program for International Student Assessment (PISA) sejak tahun 1999 menunjukkan bahwa capaian anak-anak Indonesia tidak menggembirakan dalam beberapa kali laporan yang dikeluarkan TIMSS dan PISA, menuntut adanya perubahan besar dalam tujuan pendidikan Indonesia.Kurikulum 2013 yang mengusung paradigma belajar abad 21 memiliki tujuan agar siswa memiliki kompetensi sikap, keterampilan, dan pengetahuan yang lebih baik, yang pada akhirnya akan mewujudkan terciptanya masyarakat belajar (learning society), dimana setiap anggota masyarakat berhak mendapatkan pendidikan (education for all) dan menjadi pembelajar seumur hidup (longlive education). Dengan literasi matematika, siswa akan mampu melakukan, memahami, dan menerapkan matematika, tidak hanya di dalam kelas tetapi juga dalam kehidupan sehari-hari, selain itu siswa diajak untuk berpikir kritis terhadap instruksi yang diberikan. Kesempatan untuk mengembangkan literasi matematika dapat sekaligus memperdalam pengetahuan mereka terhadap matematika, pemahaman konseptual dan keterampilan sehingga tujuan pendidikan nasional akan tercapai. Disarankan untuk mengkaji secara mendalam kurikulum tahun 2013 untuk lebih memahaminya dan dapat menerapkannya secara efisien dan efektif. Mempertimbangkan upaya-upaya yang tepat sehingga kompetensi inti yang telah ditetapkan berdasarkan standar kompetensi lulusan (SKL) dapat tercapai. Menerapkan dan mengembangkan kemampuan peserta didik dengan menggunakan literasi matematika sehingga siswa dapat lebih menikmati matematika, bukan sebagai suatu momok yang harus dihindari.

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